本文關(guān)鍵詞：我國(guó)職業(yè)教育校企合作的有效性研究　出處：《上海師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 職業(yè)教育 校企合作 有效性 評(píng)價(jià)指標(biāo)體系 實(shí)證檢驗(yàn)

【摘要】：職業(yè)教育校企合作作為國(guó)家發(fā)展職業(yè)教育的重要路徑及制度性安排,歷來(lái)受到黨和國(guó)家的高度重視�！秶�(guó)家中長(zhǎng)期教育改革與發(fā)展規(guī)劃綱要(2010-2020年)》明確提出“實(shí)行工學(xué)結(jié)合、校企合作、頂崗實(shí)習(xí)的人才培養(yǎng)模式。建立健全政府主導(dǎo)、行業(yè)指導(dǎo)、企業(yè)參與的辦學(xué)機(jī)制,制定促進(jìn)校企合作辦學(xué)法規(guī),推進(jìn)校企合作制度化�！笔藢萌腥珪�(huì)也提出“改革加快現(xiàn)代職業(yè)教育體系建設(shè),深化產(chǎn)教融合、校企合作,培養(yǎng)高素質(zhì)勞動(dòng)者和技能型人才�！睍r(shí)至今日,在我國(guó),校企合作培養(yǎng)人才作為合作教育的一種重要形式已經(jīng)得到了職業(yè)教育界的廣泛重視�！靶Ｆ蠛献鳌币渤蔀闀r(shí)下職業(yè)教育領(lǐng)域出現(xiàn)頻率最高的詞語(yǔ)之一,其改革和創(chuàng)新的力度是前所未有的。校企合作在職業(yè)教育領(lǐng)域得以廣泛開展,也是企業(yè)、職業(yè)院校發(fā)展壯大的重要發(fā)展模式之一。然而,在此背景之下,職業(yè)教育校企合作效果并不盡人如意,表現(xiàn)為職業(yè)教育校企合作的有效性在一些企業(yè)和職業(yè)院校并不顯著,效果有待提高,區(qū)域差異顯著。在充分肯定職業(yè)教育校企合作的重要性和必要性的同時(shí),對(duì)于企業(yè)和職業(yè)院校的合作,如何真正發(fā)揮彼此的正效應(yīng),提升職業(yè)教育校企合作的有效性與可持續(xù)發(fā)展成為當(dāng)前急需著力解決的重要問題。本文的研究聚焦于職業(yè)教育校企合作有效性的判斷標(biāo)準(zhǔn)、實(shí)證檢驗(yàn)、影響因素和對(duì)策建議研究。首先,對(duì)全文框架進(jìn)行搭建,介紹了本文選題的研究緣起和研究意義,回顧了國(guó)內(nèi)外職業(yè)教育校企合作相關(guān)研究,分析以往研究的不足之處,提出研究問題。同時(shí)還對(duì)職業(yè)教育校企合作的相關(guān)概念進(jìn)行了明確,提出了本文的研究目標(biāo)、研究?jī)?nèi)容、研究方法、技術(shù)路線和創(chuàng)新之處。其次,就職業(yè)教育校企合作理論包括契約論、系統(tǒng)論、利益相關(guān)者理論、企業(yè)生命周期理論和模糊綜合評(píng)價(jià)理論等各項(xiàng)理論進(jìn)行了歸納與總結(jié),這些理論為下文的研究奠定理論基礎(chǔ)。同時(shí)還對(duì)我國(guó)職業(yè)教育校企合作發(fā)展歷程進(jìn)行了闡述,分析了每個(gè)發(fā)展階段職業(yè)教育校企合作的表征及其方式方法,在此基礎(chǔ)上,結(jié)合根據(jù)我國(guó)職業(yè)教育校企合作的發(fā)展現(xiàn)狀,對(duì)現(xiàn)階段我國(guó)職業(yè)教育校企合作發(fā)展層次進(jìn)行劃分,并基于經(jīng)濟(jì)結(jié)構(gòu)的進(jìn)一步轉(zhuǎn)型和調(diào)整,對(duì)高技能人才需求的飛速增長(zhǎng),指出職業(yè)教育校企合作有效性面臨嚴(yán)峻的挑戰(zhàn)。第三,為了構(gòu)建職業(yè)教育校企合作有效性評(píng)價(jià)指標(biāo)體系,研究了職業(yè)教育有效性的邏輯基礎(chǔ)和職業(yè)教育校企合作進(jìn)程中校企有效性的體現(xiàn)即要積極有效地發(fā)揮校企自身的功能;要積極有效地尋求地方政府的支持;要積極有效地發(fā)揮市場(chǎng)的作用。然后根據(jù)職業(yè)教育校企合作質(zhì)量評(píng)價(jià)的相關(guān)研究,結(jié)合我國(guó)職業(yè)教育校企合作發(fā)展實(shí)際水平,提出了我國(guó)職業(yè)教育校企合作有效性的判斷標(biāo)準(zhǔn)即職業(yè)教育校企合作過程的有效性、職業(yè)教育校企合作結(jié)果的有效性、職業(yè)教育校企合作發(fā)展的有效性等三個(gè)方面。還對(duì)我國(guó)五種職業(yè)教育校企合作的有效實(shí)踐進(jìn)行了論述,重點(diǎn)關(guān)注校企合作的內(nèi)涵、特點(diǎn)、所應(yīng)具備的條件或運(yùn)作中需關(guān)注的問題、運(yùn)行機(jī)制進(jìn)行深入分析,剖析影響職業(yè)教育校企合作有效性的主要因素,總結(jié)有效性的成功經(jīng)驗(yàn)。第四,通過專家意見反饋,確定了職業(yè)教育校企合作有效性評(píng)價(jià)指標(biāo)及權(quán)重,進(jìn)而構(gòu)建了我國(guó)職業(yè)教育校企合作有效性綜合評(píng)價(jià)指標(biāo)體系,并運(yùn)用模糊數(shù)學(xué)綜合評(píng)價(jià)方法,構(gòu)建了我國(guó)職業(yè)教育校企合作有效性模糊綜合評(píng)價(jià)模型。為了檢驗(yàn)評(píng)價(jià)模型的實(shí)用性、可靠性、穩(wěn)定性和可操作性,出于研究的可行性,選取了江西和浙江兩省高職院校校企合作作為評(píng)價(jià)對(duì)象,采用自制的我國(guó)職業(yè)教育校企合作有效性評(píng)價(jià)量表收集其自評(píng)數(shù)據(jù),運(yùn)用我國(guó)職業(yè)教育校企合作有效性模糊綜合評(píng)價(jià)模型計(jì)算出其有效性分值。模型應(yīng)用結(jié)果表明,我國(guó)職業(yè)教育校企合作的效果有待提高,區(qū)域差異顯著。第五,對(duì)我國(guó)職業(yè)教育校企合作有效性的影響因素進(jìn)行分析,本文選取了制度、職業(yè)院校、企業(yè)和利益四個(gè)重要影響因素進(jìn)行了逐一分析,分析的重點(diǎn)是四個(gè)因素如何影響職業(yè)教育校企合作的有效性,回答了“為什么”這四個(gè)因素是職業(yè)教育校企合作有效性的重要影響因素。最后,先選取職業(yè)教育校企合作比較發(fā)達(dá)的德國(guó)和澳大利亞,分析其職業(yè)教育校企合作的基本特征,重點(diǎn)對(duì)其有效性進(jìn)行分析和歸納以及對(duì)提高我國(guó)職業(yè)教育校企合作有效性的啟示。然后就提升我國(guó)職業(yè)教育校企合作有效性,提出相關(guān)的對(duì)策與建議。借鑒現(xiàn)實(shí)考量和國(guó)際經(jīng)驗(yàn),從制度建設(shè)、內(nèi)涵建設(shè)、觀念轉(zhuǎn)變、行業(yè)建設(shè)和尋找利益平衡點(diǎn)等五個(gè)方面提出提高我國(guó)職業(yè)教育校企合作有效性的對(duì)策建議。本研究以職業(yè)教育校企合作有效性為核心,在研究過程中運(yùn)用訪談與問卷調(diào)查法、理論與模型分析法等手段,進(jìn)行定性與定量分析、規(guī)范分析與實(shí)證研究,得到的主要?jiǎng)?chuàng)新點(diǎn)有以下幾個(gè)方面:(1)對(duì)我國(guó)職業(yè)教育校企合作的發(fā)展層次進(jìn)行了合理劃分。本研究認(rèn)為我國(guó)職業(yè)教育校企合作可以劃分為三個(gè)發(fā)展層次:初級(jí)發(fā)展層次、中級(jí)發(fā)展層次、高級(jí)發(fā)展層次。并結(jié)合我國(guó)職業(yè)教育校企合作的發(fā)展現(xiàn)狀,做出了現(xiàn)階段我國(guó)職業(yè)教育校企合作目前正處于中級(jí)發(fā)展層次的中級(jí)階段的判斷,校企合作的深度融合停留在概念層面的現(xiàn)象較多。(2)本研究構(gòu)建了我國(guó)職業(yè)教育校企合作有效性綜合評(píng)價(jià)指標(biāo)體系,在研究我國(guó)職業(yè)教育校企合作有效性構(gòu)成要素及維度方面是一次理論拓展和評(píng)價(jià)指標(biāo)體系創(chuàng)新。(3)對(duì)我國(guó)職業(yè)教育校企合作的有效性進(jìn)行了從定性到定量的規(guī)范性分析,并對(duì)職業(yè)教育校企合作的有效性進(jìn)行了實(shí)證檢驗(yàn)。本研究通過專家調(diào)查法,確定了職業(yè)教育校企合作有效性綜合評(píng)價(jià)指標(biāo)權(quán)重,然后運(yùn)用模糊綜合評(píng)價(jià)法構(gòu)建了我國(guó)職業(yè)教育校企合作有效性模糊綜合評(píng)價(jià)模型,該模型是針對(duì)我國(guó)職業(yè)教育校企合作有效性的綜合評(píng)價(jià)而進(jìn)行的一次在測(cè)評(píng)方法、工具和模型等方面的創(chuàng)新。
[Abstract]:As an important path and institutional arrangement for the development of Vocational Education in the country, the school enterprise cooperation in vocational education has always been highly valued by the party and the state. The outline of the national medium and long term educational reform and development plan (2010-2020 years) clearly puts forward the talent training mode of "work study combination", "school enterprise cooperation" and "post practice". We should establish and improve the running mechanism of government leading, industry guidance and enterprise participation, formulate regulations to promote school enterprise cooperation, and promote the institutionalization of school enterprise cooperation. In the third Plenary Session of the 18th CPC Central Committee, it also put forward "reform and accelerate the construction of modern vocational education system, deepen the integration of production and education, and school enterprise cooperation, and train high-quality laborers and skilled talents." Today, in China, the training of talents in cooperation between school and enterprise as an important form of cooperative education has been paid much attention by the professional education community. "School enterprise cooperation" has also become one of the most frequent words in the field of vocational education, and its reform and innovation are unprecedented. School enterprise cooperation is widely carried out in the field of vocational education, and it is also one of the important development models for the development and expansion of enterprises and vocational colleges. However, under this background, the effect of school enterprise cooperation in vocational education is not satisfactory. It shows that the effectiveness of school enterprise cooperation in vocational education is not significant in some enterprises and vocational schools, the effect needs to be improved, and the regional difference is significant. In the occupation school enterprise cooperation fully affirmed the importance and necessity of education and occupation for enterprises and institutions of cooperation, how to really play a positive effect each other, effective and sustainable development to enhance cooperation occupation education has become an important problem urgently need to be solved. This study focuses on the evaluation criteria, empirical test, influencing factors and Countermeasures of the effectiveness of school enterprise cooperation in vocational education. First, we build the full-text framework, introduce the research origin and research significance of this topic, review the related research of vocational education school enterprise cooperation home and abroad, analyze the shortcomings of previous studies, and put forward research questions. At the same time, the related concepts of vocational education and school enterprise cooperation have been clearly defined, and the research objectives, research contents, research methods, technological routes and innovations of this paper have been put forward. Secondly, the theories of school enterprise cooperation in vocational education, including contract theory, system theory, stakeholder theory, enterprise life cycle theory and fuzzy comprehensive evaluation theory, are summarized and summarized. These theories lay a theoretical foundation for the following research. At the same time, the development process of China's occupation education school enterprise cooperation are described, analyzed for characterization of each stage of development of occupation education of school enterprise cooperation and, on this basis, combined with the enterprise cooperation according to the current development of occupation education in our country, carries on the division to the level at the present stage of China's occupation education cooperation and development, based on the further transformation and the adjustment of economic structure, rapid growth in demand for high skilled talents, pointed out that the effectiveness of occupation education of school enterprise cooperation is facing severe challenges. Third, in order to construct enterprise occupation education cooperation effectiveness evaluation index system of enterprise reflects the effectiveness of occupation education occupation education foundation and logic in the process of school enterprise cooperation to actively and effectively play the enterprise own function; to actively seek the support of the local government; to actively and effectively play the role of the market. Then according to the relevant research on the quality of school enterprise cooperation occupation education evaluation, combining the school enterprise cooperation in the development of our country's actual level of occupation education, proposed our country occupation education cooperation effectiveness judgment criteria: the occupation education cooperation process effectiveness, occupation education of school enterprise cooperation the validity of the results, occupation education of school enterprise cooperation development effectiveness three aspects. Also the effective practice of five kinds of occupation education school enterprise cooperation in China is discussed, in-depth analysis of operation conditions or needs to pay attention to connotation, characteristics, focus on cooperation should have the problems in the operation mechanism, analysis of the main factors affecting the effectiveness of occupation education cooperation, summing up the successful experience of the effectiveness of the. Fourth, through expert feedback, determine the enterprise occupation education cooperation effectiveness evaluation index and weight, and then construct the Chinese occupation education school enterprise cooperation effectiveness evaluation index system, and using the method of fuzzy comprehensive evaluation, constructs our country occupation education school enterprise cooperation effectiveness of fuzzy comprehensive evaluation model. In order to test the evaluation model of the practicability, reliability, stability and maneuverability for the feasibility of the research, from Jiangxi and Zhejiang province two school enterprise cooperation in Higher Vocational Colleges as the evaluation object, the occupation education in our country enterprise cooperation effectiveness evaluation of self made scale self rating data collected by the use of our cooperation, occupation education the fuzzy comprehensive evaluation model to calculate the effective value. The result of the model application shows that the effect of school enterprise cooperation in China's vocational education needs to be improved, and the regional differences are significant. Fifth, the influence factors of the effectiveness of China's enterprise cooperation occupation education is analyzed, this paper selects the system, occupation colleges, enterprises and the interests of the four important factors were analyzed one by one, the analysis is focused on how the four factors affecting the occupation education of school enterprise cooperation is effective, to answer the "why" four are important factors affecting the effectiveness of school enterprise cooperation education occupation. Finally, we first select Germany and Australia, which are relatively developed by vocational education, school enterprise cooperation, analyze their basic characteristics of school enterprise cooperation, focus on the analysis and induction of their effectiveness and Enlightenment to improve the effectiveness of school enterprise cooperation in vocational education. Then it will improve the effectiveness of school enterprise cooperation in Vocational Education in China, and put forward relevant countermeasures and suggestions. Draw lessons from reality and international experience.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G717
，

本文編號(hào)：1344865